Learning design




VR – “Keep Talking and Nobody Explodes”



In groups the students have to communicate and collaborate in order to be able to defuse a bomb by disarming all its modules before its countdown timer has expired.

Comments (Media, special considerations etc.)


Remember to film all parts!




Target group

9th and 10th grade





Learning goals

To communicate and collaborate in English

To improve their English language skills, their vocabulary and fluency.




English Teaching



Method: Game and activity

VR – “Keep Talking and Nobody Explodes”

 (It was very important to me to give the students the correct introduction, so they felt confident playing the game and wouldn’t back out of it, if they e.g. thought it seemed to difficult)

  • First, I described the game
  • Goal: To defuse a bomb by disarming all its modules before its countdown timer had expired
  • Then I showed them the manual
  • I explained that they should work in groups of 4 – and by communicating and collaborating they should guide the person with the VR glasses so he or she would be capable of defusing the bomb
  • Then I showed the students a bit of the video on YouTube, so they could see what the bomb and some of the modules looked like
  • We agreed that the first sessions should be in Danish until they felt confident about playing the game and then they could switch to English


1. Level: First session:

·         In groups of 4 the students chose the person, who should wear the VR glasses.

·         I showed “The player” how to use the remote control and guided her through the manual to the first task, called “The first bomb”.

·          The other students had a look at the manual and chose a module each to focus on during the process.

·         We jumped into the game and I joined the group and if needed explained to them what to do and how to use the manual in order to disarm the modules.

·         After 3 sessions they felt confident about the game and knew how to play it. They were ready to play the game on their own and I left the group.

·         The played the game 3 times before switching into English.

2. Level: Second session:

·         In groups of 4 the students should jump to the next level and defuse the bomb called “Something old and something new”.

·         As a pre task each of the group members should describe the keypads in the module “On the Subject of Keypads”.

·         The goal with this task was to find a common language in the group, since each person describes and compares the keypads individually and to be able to find the correct keypad in the manual– the group members had to understand the  description and the symbols the player e.g. compared the keypads to.



·         The students were very positive about the game. They thought it was great fun and they all managed to defuse “The first bomb” approximately 3 times both in Danish and English.

·         Many of them realized that it wasn’t that difficult to play the game in English because of the manual written in English.

·         Having played the first session, the students found it very useful to work with the module called “On the Subject of Keypads” by describing the keypads individually in the groups in order to get a common language which would improve the process when trying to disarm the module.

·         The students enjoyed playing the game at level 2 and they managed to defuse the bomb two times in English.



At the first party meeting we develop a common template for innovation of new learning design. The template will include assessment of learner needs and sections based on the particular educational benefits of learning games such as:

  • Fast Feedback: Immediate feedback or response to actions

Encourage users to continue or adjust their activities with onscreen notifications, text messages or emails. Congratulate a user for reaching a goal, encourage the next step to a milestone or promote a new reward.

  • Transparency: Where everyone stands

Show users exactly where they stand. Individual and team profiles show progress in real-time and historically. Leaderboards show who’s just ahead and who’s behind as well as overall ranking on any number of metrics.

  • Goal orientation: Short- and long-term goals to achieve

Missions or challenges give users a purpose for interaction and educate users about what is valued and possible within the experience.

  • Badges: Evidence of accomplishments

Indicator of accomplishment or mastery of a skill. Often used to identify skills and expertise within a group.

  • Levelling Up: Status within my community

Levels indicate long-term or sustained achievement. Used to identify status within a community and to unlock new missions, badges, activities, and rewards.

  • Onboarding: An engaging and compelling way to learn

Video games train you how to play as you play – users learn by doing. Simple missions help new users become engaged immediately as they master basic tasks, rather than being stumped by an unfamiliar interface or a detailed manual.

  • Competition: How I’m doing compared to others

The stakes for accomplishing a goal by showing users how they compare to others, as individuals or in teams. Encourage competition with time-based, team and individualized leader boards. Where do I rank? How can I overtake my closest competitor?